At Woodhouse Community Primary School,we believe that inclusive education means providing all pupils with appropriate education and support alongside their peers. The Curriculum is all the planned activities that the school organises in order to promote learning, personal growth and development.
It includes not only the formal requirements of the National Curriculum, but also the range of additional opportunities that the school organises in order to enrich the experiences of our children. Our curriculum also includes the social aspects that are essential for life-long learning.
We aim to make learning exciting, engaging and enriching for all children, ensuring that every child is challenged to be the best version of themselves that they can be. We deliver teaching and learning through an exciting Key Task which is delivered each term or half term, as well as offering a wide range of after school clubs in order to support and extend learning. Read Write Inc (RWI) is a phonic and reading programme that provides a structured and systematic approach to teaching literacy. We teach RWI from Reception to Key Stage 1, then follow on with the Literacy and Language programme.
Our Curriculum Plan for 2017-2018 can be viewed or downloaded by clicking the link below:
- Curriculum Overview 2018
- Y1 Curriculum Map 2018-19
- Y2 Curriculum Map 2018-19
- Y3 Curriculum Map 2018-19
- Y4 Curriculum Map 2018-19
- Y5 Curriculum Map 2018-19
- Y6 Curriculum Map 2018-19
- Autumn Assembly Plan 2018
You can find out more about how the curriculum and how its used by visiting the Our Classes section of our website.
Learning in EYFS
In EYFS, we follow a child- led approach to a play- based curriculum with a belief that each child develops at his or her own pace. The teachers and support staff develop your child in a learning style of your child’s choice, focusing upon their interests and enquiry rather than adult plans.
Each day in the unit, the adults in the classroom will develop and support each child to enhance learning whether that be in the Creative Area, Construction Area or our Outdoor Area. Adults are skilled in observing children on an individual basis and within a group, then building upon the children’s specific skills and knowledge by engaging in their play. They ask open- ended questions, providing additional information to promote challenge or providing information and modelling high-quality play. This approach firmly consolidates every child’s learning and gives them the solid foundations to become confident, independent learners. It also allows teaching and learning to happen at the correct level for all our children within our unit.
To ensure successful learning opportunities are offered, we have ‘free- flow’ between indoor and outdoor activities. Children are encouraged to make their own choices and select resources they need for their play. Children have access to the following areas indoors and out:
- Writing area
- Reading area
- Water area
- Soil Kitchen
- Small world
- Music and movement
- Gardening (outside only)
As well as these specific areas, we embed maths and writing in most of our areas.
Reception children also have phonics and maths sessions at least 4 times a week.
Parents / Carers are invited into school into school for several informal, yet invaluable meetings. These will support you in areas such as how we teaching reading and writing and how you can support this at home.
Once every half a term, there is an EYFS newsletter which helps us to keep you up to date with everything going on in school.
Each term we have parent/carer craft sessions. These are a wonderful lovely opportunity for you to work alongside your child in school on a fun (and usually messy!) activity. This is also an opportunity for you to meet with your child’s teacher / Key Worker on a 1:1 basis to discuss any progress or concerns.
Special Educational Needs and Disabilities (SEND)
At Woodhouse Community Primary School, we ensure that all children benefit from Quality First teaching. This is where all teachers have an in-depth knowledge of the needs and abilities of every child and that work is set according to these needs, thus providing the appropriate levels of challenge.
In our school, we make sure that provision for SEND children goes beyond the differentiated approach of quality first teaching. This may take the form of additional support through targeted and specific interventions, either in small groups or as 1:1 sessions. In addition and dependent upon individual children’s needs, we may seek advice and the involvement of specialist staff or support services.
Our school has a Special Educational Needs Coordinator (SENCO), who alongside the Senior Leadership Team and designated SEND governor, is responsible for the provision of identified pupils with SEND. The SENCO supports all staff to enable them to provide appropriate provision and closely monitor the progress of SEND pupils in their class.
All of our staff strive to ensure the individual needs of every pupil are met and work closely together to make sure that progress takes place. Specialist staff training and courses to support pupils with SEND are accessed as appropriate by teaching and / or support staff.
If you would like to discuss your SEND requirements in detail please contact the school to arrange an appointment.
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